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Book Review: Purgatory Citizenship: Reentry, Race and Abolition
No full textPurgatory Citizenship: Reentry, Race, and Abolition by Calvin John Smiley. University of California Press. 240 pages. May, 2023. ISBN: 9780520385993.
Beliefs about Higher Education for Incarcerated People Through the Lens of Public Health Prevention : Beliefs about Higher Education for Incarcerated People
No full textIncarcerated individuals are one of the most educationally disadvantaged populations in U.S. Limited education is a risk factor for initial incarceration and recidivism. Despite robust empirical findings supporting post-secondary correctional education (PSCE) as an evidence-based intervention that reduces crime, some individuals are reluctant to support their adoption more widely. An opinion piece in the New York Times suggesting that prisons be turned into colleges provides an opportunity to better understand public opinion regarding PSCE programs through the lens of public health prevention. Although, many readers were supportive of PSCE’s as a means to prevent recidivism, many questioned if the target population was capable of completing college level work, if these programs would incentivize criminal behavior and felt prisoners are not deserving of the opportunity to take college courses, especially as student debt and college costs are rising. Lastly, potential implications and recommendations for policymakers and higher education leaders are discussed.  
Counternarratives as Truth-telling: Survival, Community & Racial Justice in Higher Education
No full textUtilizing excerpts from the recently published Confronting Institutionalized Racism in Higher Education: Counternarratives for Racial Justice (Ramdeholl & Jones, 2022), the authors engage Critical Race Theory (CRT) and more specifically, counternarratives as a strategy for centering the voices and experiences of racialized faculty in Predominantly White Institutions (PWIs). Counternarratives also provide space for these faculty to interrogate their everyday lived realities and struggles, and demonstrate how they actively resist silencing and erasure through collective action.
NB: The authors capitalize Black, Asian, Brown, and Latinx and not white, when referring to racialized groups to center the collective sense of identity among BIPOC communities.
Preparing Bilingual Pre-Service Teachers to Foster Equitable and Open Communication With Latinx Immigrant Parents en la Enseñanza de Matemáticas
No full textWe examine how bilingual pre-service teachers developed a practice of communicating to parents their children’s mathematical thinking and how the teachers invited parents to participate in instructional practices in the mathematics classroom. We argue that these practices are knowledge-intensive, in that bilingual pre-service teachers draw on both their knowledge of children’s mathematical thinking and their own experiences as bilingual students, and that communicating this to parents reflects this knowledge. We conceptualize this knowledge as situated in, and integrated with, the practice of teaching. We therefore consider it necessary to support the development of this knowledge early in pre-service teacher education
A Longitudinal Study of Behavioral Consultation in Inclusive Preschool Classrooms
No full textTeachers in early childhood classrooms face a diverse child population, including children with developmental delays and differences (DD), requiring teachers to exhibit professional skills to address a broad spectrum of developmental needs. At times, early learners with and without DD exhibit challenging behaviors (e.g., aggression, tantrums). Nevertheless, teachers find themselves ill-prepared to manage such behavior and teach under these circumstances due to limited training in classroom behavior management. Applied Behavior Analysis (ABA) is an effective treatment for children with various developmental differences and has proven successful in classroom settings when applied. This report describes a behavior consultation model used in a four-year project in 44 early childhood classrooms with 196 teachers and 97 children identified as having developmental delays and challenging behavior. Recommendations for choosing a behavior consultant for similar settings and a discussion of recurring behavior strategies recommended are presented
Censorship and the Nationalization of Dance in India: An Overview from 1947 to the Present
No full textIn this essay, I present a broad overview of the intersections between dance and censorship in independent India. I try to explore the consequent exclusions within the mainstream dance discourse and practices as they were shaped by hegemonic forces of nationalism. I also look at how the changes in instruments and objectives of censorship reflect changing visions of nationalism. Thisessay broadly examines two major forms of censorship, both of which have been crucial in the appropriation and reconstruction of dance as an integral part of the nationalist cultural identity of India. First, there are the overt forms of censorship, which have been enforced by instruments of state power like legislation and statutory bodies. The post-independence government enacted the Madras Devadasis (Prevention of Dedication) Act 1947 and Cinematograph Act 1952 ostensibly for socialreformandprotectionofpublicmorality,butineffectthey carried forward socio-political biases of Orientalism and colonialism into the postcolonial project of constructing the Indian imaginary. The process necessitated the elimination of hereditary artist communities and professional women performers (and many of their movement idioms) from mainstream practices of dance, even as their art was decontextualized and reconstructedtosuittheofficiallysanctifiedhighculture. This mode of erasure also influenced popular forms ofdance, especially those appearing in Indian cinema, by inscribing them with nationalist notions of womanhood, sexuality, and, more recently, religious majoritarianism. Second, I trace the covert operation of censorship, in which state institutions play a key role in the support and promotion of art. Through selective funding and promotion, conferring privileging labels like “classical,” and presiding over the formalization and classicization of dance, these institutions helped fit dance practices within the nationalist framework of a normative Indian cultural identity that is predominantly Hindu and rahminical. This process resulted in hierarchization, stigmatization, and even omission of certain dance practices, some of which I have highlighted in this essay. The sustained influence of direct and indirect modes of censorship created standardized codes of aesthetics and performance practices, contributing to a chilling effect and leading practitioners to censor themselves. Finally, I argue that the centrality of dance in the national cultural discourse enabled its
use as propaganda to censor negative actions of or perceptions about the government. The phenomenon, which may be described as artwashing, has become increasingly prominent in the contemporary context of Hindu majoritarian nationalism seeking to launder itsexclusionary tendencies in the process of redefining Indian cultural identity on its terms. Thus, I argue that censorship in the domain of dance has played not just a repressive role but also a productive role by enabling discourses of nationalism. It has acted as a tool of governmentality, by which nationalist ideologies have been established and reinforced to public, such that they are no longer confined to the sphere of the state but have percolated down to the conduct of individuals
Grappling With the Messiness of Becoming Antiracist Educators Through Learning our Historias
No full textWe use vignettes from two research projects to illustrate how we seek to engage with the messiness of becoming antiracist educators. We show how we center historias in mathematics to affirm individual experiences and create opportunities to disrupt white supremacy in math education. We find that such work is complex and nuanced, requires deep and critical engagement from researchers and prospective elementary teachers, and entails creating authentic relationships that allow for vulnerability and foster solidarity within and beyond institutional contexts
No le Enseñes Sobre los ELs: Infusing Language Into Professional Development and Mathematics
No full textThis paper shares our experiences providing professional development to secondary mathematics teachers in a school district looking for ways to meet the needs of their increasingly diverse student population. Our professional development focused on building teacher language awareness by addressing the language domains that Lindahl (2019) outlines as the teacher domain, user domain, and analyst domain. Further explanation of what each domain entails will be discussed and recommendations on how to engage teachers within these domains are shared
Using the What-How-Who Structure to Plan an Equitable Mathematics Lesson
No full textThis article describes how a first-grade teacher used the What-How-Who structure to plan a series of mathematical tasks focused on fairness and equity in a real-world situation. The teacher used Shel Silverstein’s “Band-Aids” poem as a catalyst to plan mathematical activities that would prompt students’ analysis of skin-toned bandages as they organize, represent, and interpret data